Collection

1996 Annual Conference

Authors

John H. Damell

. Procedure This section of the proposal includes a logical, organized, and detailed explanation of the procedures thatwill b used to accomplish the objectives of the project. The procedure section may include a technical plan anda management plan. A technical plan includes highly specific details of the methods, tests, instrumentation,quality control, materials, design approach, and special techniques. A management plan includes a descriptionof key personnel with their qualifications to accomplish the goals of the proposal. Also, include organizationsupport or collaborative effort; resources, such as equipment, space, laboratories; and schedule for completion ofthe proposal in the procedure section. Tables or diagrams used to simplify the

Collection

1996 Annual Conference

Authors

John H. Damell

. Procedure This section of the proposal includes a logical, organized, and detailed explanation of the procedures thatwill b used to accomplish the objectives of the project. The procedure section may include a technical plan anda management plan. A technical plan includes highly specific details of the methods, tests, instrumentation,quality control, materials, design approach, and special techniques. A management plan includes a descriptionof key personnel with their qualifications to accomplish the goals of the proposal. Also, include organizationsupport or collaborative effort; resources, such as equipment, space, laboratories; and schedule for completion ofthe proposal in the procedure section. Tables or diagrams used to simplify the

Collection

1996 Annual Conference

Authors

Z. T. Bieniawski

salaries and expenses of a system of “laboratcxy units” - each typically consisting of five persons: fullprofessor, associate professor, post-doe, secretary and technician. Also included am students (some onfellowships but most self-supporting): 2 Ph. D.’s, 5 MS, and 2-3 undergraduates (writing their final year thesis).Professors may not consult for private gain (bt5ng state employees) but may direct consulting fees to improve Page 1.249.3 ----- .-their laboratories and obtain support for travel, supplies, and graduate and undergraduate students. They do nothave=~n[” for research grants as in the USA. Teaching is not

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1996 Annual Conference

Authors

Partha P. Sarkar; Kishor C. Mehta; James R. McDonald; Ernst W. Kiesling

Foundation sponsored project, Cooperative Program for Wind Engineering (CPWE) with ColoradoState University for a five-year period which ended in 1994. This multidisciplinary project involved facultyand students from various departments such as Civil, Chemical and Mechanical Engineering, as well asAtmospheric Science. CPWE has been extremely successful and it is being continued into the next five-yearphase (1995-2000). In addition to extensive wind-related damage documentation and research regarding wind effects onbuildings and structures, these research centers have excelled through accomplishmen~ such as developmentof a full-scale low-rise building test facility, a missile impact test fi~cility, a glass testing laboratory, and a

Collection

1996 Annual Conference

Authors

Judith E. Miller; James E. Groccia; David DiBiasio

teaching. It provides hands-on activities in many areas of teaching such as syllabus preparatio~ design and grading of assignments and exam problems, laboratory instruction, project management, cooperative learning tasks, and lecturing. This is done under the mentorship of experienced faculty in the student’s discipline, and with advising from the course faculty. The general structure of the practicum is that each student selects a course and a mentor within their discipline. Presumably the mentor is the one teaching the selected course, though this is not necessary. One of us (the seminar faculty) serves as the advisor of the practicum. The mentor and the advisor may be the same person, in the case of students in one of the

Collection

1996 Annual Conference

Authors

Benoit Cushman-Roisin; Elsa Garmire

,and each team meets company representatives as the project gets underway. During the second course, Internship in Engineering, student teams pursue and complete theproject. During this time, students take two other courses and therefore remain in residence at ThayerSchool, seeking advice from faculty, and availing themselves of school facilities (machine shop,prototyping facility, computers, and assorted laboratories in optics, electronics, fluids, etc.). Numerousvisits are paid to the sponsoring company. The writing of reports and delivery of oral presentations helpstudents sharpen their communication skills. The third course, Master of Engineering Project, takes the form of an individual engineeringproject addressing a

Collection

1996 Annual Conference

Authors

Nancy L. Denton; Christine L. Corum

carefully considered,continuously pursued fashion which must be incorporated into your strategic plan. Preferably these milestonesshould be established before the granting of tenure and promotion, since many of the corresponding actionsneeded will also assist in that endeavor. For example, you have determined that a textbook is needed in yourarea of specialization, and you decide to accept the challenge. Writing a textbook before achieving tenure is notrecommended, but some of the preparatory tasks such as developing a set of excellent, well-documentedpublished course notes and original laboratory exercises could assist you in establishing a case for promotion onthe basis of teaching contributions while aiding in the creation of your future

Collection

1996 Annual Conference

Authors

Steven Beyerlein; John Law; Donald M. Blacketter; Herbert Hess

in the powercourse.[18] Laboratory sessions in the mechanical course were conducted from 'activitysheets' drafted by the primary instructor and refined in email/telephone discussions withthe facilitator.[9] A common 'activity sheet' format was used throughout the semester.This consisted of a short explanation why the activity was important, a list of objectives,supporting discussion and computer models, a list of questions about the models, andhands-on exercises. All lab activities were developed around teams of 2-3 students.Students were required to submit written answers, notes, and software print-outs from thelaboratory session as part of their grade. Important discoveries and unresolved questionswere inventoried and answered

Collection

1996 Annual Conference

Authors

John K. Estell

see and appreciate why we previously spent all that time over “boring, useless” material. Andas the threads that enter a loom are woven into patterns, so too were the concepts that the students used indesigning their project woven into a fabric that gave them the opportunity to learn about processes and tofurther their knowledge of the architecture, organization, and operation of a computer system. REFERENCES1. M. Cartereau, “A Tool for Operating System Teaching,” SZGCSE Bulletin, Vol. 26, No. 3, pp. 51-57, September 1994.2, J. L. Donaldson, “Teaching Operating Systems in a Virtual Machine Environment,” SZGCSE Bulletin, Vol. 19, No. 1, pp. 206-211, February 1987.3. T. Hayashi, “An Operating Systems Programming Laboratory Course,” SZGCSE

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1996 Annual Conference

Authors

Michael H. Gregg; Dr. Deidre Hirschfeld; Dr. Bevlee Watford

women in engineering. The origins of engineering education in military organization has led toeducating engineers through ‘ordeal’ -- ‘learning how to deal with difficulty and failure, to go beyondwhat one thought was possible. A student learns to keep trying when things go wrong. One learnsdiscipline by striving, and failing and striving again and finally succeeding. Some will learn how to dothings that no one else has done.’ ‘The ordeal in engineering education has three primary parts -- students are asked to dohomework and quiz problems that are often beyond their ability, they receive grades that are generallybelow their expectations, and must spend what many consider to be an inordinate amount of time ontheir studies and laboratories

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1996 Annual Conference

Authors

Sylvia D. Pifion; Elsa Q. Villa; Connie Kubo Della-Piana

team building among program participants.PROGRAM DESCRIPTION SEEE is a one-week, 40 contact-hour, non-credit, required program for all engineering and computer sciencestudents admitted into the university who are entering their freshman year in the subsequent fall semester. Sixsessions are administered each summer which provide students with a preview of college life on the UTEP campuswhile discovering the worlds of engineering and computer science through design laboratories. Students have theopportunity to meet faculty, staff, and undergraduate/graduate engineering students. A non-credit college level mathshort course and workshop is conducted to strengthen students’ mathematics background and assist them inappropriate mathematics

Collection

1996 Annual Conference

Authors

Gary E. Wnek; C. T. Moynihan; Mark A. Palmer; John B. Hudson

Departmentwithin the School of Science, and the Materials Science and Engineering Department withinthe School of Engineering, working together as a team. We have taught this course using thelectrue-recitation format. The large lectures help ensure that all students enrolled in thecourse during a given semester are exposed to consistent material; the Internet can serve asimilar purpose.Use of Computer and the Internet Computers have been used extensively in other freshman year courses at Rensselaer.MAPLE has been successfully integrated into the calculus course 2 . Physics courses includeMAPLE and other software to demonstrate abstract concepts 3 . Recently a new laboratory forthe two freshman chemistry course was developed that uses LABVIEW for data

Collection

1996 Annual Conference

Authors

Rick L. Homkes

taking additional graduate classes at Purdue University, wherehe is an Assistant Professor in the Computer Technology Department. Mr. Homkes has worked for the last twosummers coding C in a prototype test laboratory at Delco Electronics, Inc. Page 1.530.7 1996 ASEE Annual Conference Proceedings

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1996 Annual Conference

Authors

Richard A. King; Jack Van de Water

Asst. Vice Chancellor, International EducationBACKGROUND . .The traditional education of engineers and engineering technologists includes classroom training and hands-on ‘.experience in the form of laboratory exercises and simple design exercises. There is considerable pressure fromindustry to increase meaningful experience through internships during the college training period. The experi-ence gained during such industrial employment has been shown to have a positive influence in a number ofareas. This paper anticipates the extension of internships into a formalized program, where industrial experienceis an integral part of the education of the student.In industry, the environment is changing. Design teams of the future will

Collection

1996 Annual Conference

Authors

Joseph A. Untener

such as Working Laboratory Experience Model Individual Project Factory floor simulation packages Team Projects − Student generated software: Tours Spreadsheets for analysis and decision matrices Basic programs written to analyze economics or track processing alternatives Page 1.362.7 1996 ASEE Annual Conference Proceedings Original Literature Sources. Students should graduate with a familiarity with the

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1996 Annual Conference

Authors

Mark Gordon; Joel Greenstein; Jack Hebrank; Douglas E. Hirt; Daniel P. Schrage; Bill Mason; Tom Miller; Jim Nau

. Page 1.169.2 1996 ASEE Annual Conference Proceedings Two aspects of this project are key features in the attempt to develop “early design” experiences forstudents. First, the vertically integrated design teams introduce sophomores and juniors to realistic civilengineering design problems which, in most curricula, are not addressed until the senior year. The expectationhere is that the underclassmen (especially the sophomores and to a somewhat lesser extent the juniors) will bemotivated by their interaction with the seniors as they experience the application of engineering theory indesign. Thus, these students should perform better in their other lecture and laboratory courses. Second, theproblems

Collection

1996 Annual Conference

Authors

Sudeep Bhoja; Ku-Jei King; Krish Bandaru; David G. Meyer

. EXPERIMENTAL COURSE FORMAT To investigate the effectiveness of technology-based instructional delivery — particularly in teachingdesign-oriented engineering course material — an experimental format was devised for EE362 MicroprocessorSystems and Interfacing, a four-credit hour course that includes a laboratory. This course is required on allElectrical Engineering and Computer Engineering plans of study, and thus encompasses a good cross section ofthe electrical/computer engineering student population. The experimental course format was run during twoSummer Sessions (1994 and 1995) with enrollments ranging from 40-50 students.7 A similar experimental for-mat was run during a regular semester (Fall 1994) in parallel with the "conventional" (three

Collection

1996 Annual Conference

Authors

Pieter A. Voss; James M. Tien; Anil K. Goyal

), founding Chair of a unique interschool Department of Decision Sciences andEngineering Systems (1988-present). Previously, he held positions as a Member of the Technical Staff at BellTelephone Laboratories, Holmdel, NJ (1966-1969), a Project Director at the Rand Corporation, New York, NY(1970-1973), an Area Research Director at Urban Systems Research and Engineering, Cambridge, MA (1973-1975),and a Vice President of Queues Enforth Development, Cambridge, MA ( 1975-present). His areas of research includequeuing theory, evaluation methods, decision analysis, and the development of information and decision supportsystems, with application to problems arising in the services sector. He has published extensively, with more than 80refereed publications

Collection

1996 Annual Conference

Authors

Brian J. Winkel; Aaron D. Klebanoff

. I OPTIMIZATION PROBLEM IN Results using non-linear least squares (a raison d ‘6tre for -- ‘ CHEMICAL KINETICS the use of technology) produce a plot of the fit, with pa- rameter estimates on reaction rate constants in this case.We offer here an example of a complex problem in param- See Figure 2.eter e=imation for kinetics modeling which leads to opti- 1 ●mization. 0.8 A laboratory experiment is going on in the Projects

Collection

1996 Annual Conference

Authors

Richard W. Crain; Michael S. Trevisan; Kenneth L. Gentili; Dale E. Calkins; D. C. Davis

effective design education.ACKNOWLEDGEMENTSupport from the National Science Foundation, programs in Course and CurriculumDevelopment and Undergraduate Faculty Enhancement (grant #DUE 9455158) has been helpfulin facilitating the collaboration leading to this manuscript.REFERENCESABET. “Engineering Criteria 2000,” Accreditation Board for Engineering and Technology,111 Market Place, Suite 1050, Baltimore, MD 21202-4012, 1995.Black, Kent M, “An Industry View of Engineering Education,” Journal of EngineeringEducation, Vol. 83, No. 1, 1994, pp. 26-28.Byrd, Joseph S., and Jerry L. Hudgins, “Teaming in the Design Laboratory,” Journal ofEngineering Education, Vol. 84, No. 4, 1995, pp. 335-341.Calkins, D.E. “The ECSEL Program and the Mechanical Engineering

Collection

1996 Annual Conference

Authors

Alan D. George

Session 1220 Fault-Tolerant Multicomputer Design with DSP96002 Microprocessors Alan D. George High-performance Computing and Simulation (HCS) Research Laboratory FAMU-FSU College of Engineering Florida State University and Florida A&M UniversityThe objective of this paper is to overview the design and performance results of a fault-tolerant multicomputer architectureimplemented with DSP96002 microprocessors. Topics include processor architectural features, multicomputer

Collection

1996 Annual Conference

Authors

Michael L. Smith; Mary R. Marlino; Jeff V. Kouri; D. Neal Barlow; A. George Havener

and the aerodynamic center for flight systems, and why a cloud appeared in the bottle at the end of eachflight. Several types of open-ended problems are used to present other fundamentals. Trajectory problems areused to present basic concepts in flight and orbital mechanics. Laboratory studies on the performance of aturbocharged Chevrolet 454 cubic inch engine, and wind turbine experiments performed in a low speed windtunnel are used to learn about power production and efficiency. From research on other processes (e.g., solar,nuclear, MHD, power cells), the cadet teams prepare a recommendation for the production of power at FalconBase. And in the living category, the cadets investigate and prescribe the architectural requirements for

Collection

1996 Annual Conference

Authors

William T. Brazelton

summer session, 10men and 10 women. The students attended classes in mathematics, chemistry with laboratory, computerscience, communications skills (both written and oral), study skills and career planning. Pre-testing inmath, chemistry, and writing was used to identify individual strengths and weaknesses, allowing attentionto those areas needing further development and for others the opportunity to provide additionalchallenges. Post-testing along with instructor evaluations enabled the diagnostics necessary to appropriateplacement in the freshman year sequences and provide, as well, some measure of the summer’saccomplishments. The summer session also introduced the students to dormitory living and the campus where theybecame familiar

Collection

1996 Annual Conference

Authors

Michael S. Leonard; Donald E. Beasley; D. Jack Elzinga

solving fluid flowproblems, heat conduction problems and electrical circuit problems. This example illustrates that knowledge istypically obtained during lecture sessions and book readings whereas skills are achieved by applying the lectureand book knowledge to homework exercises and laboratory experiences. Thus, in understanding the engineering education process it is useful to categorize the curriculum intoknowledge and skills. Although skills are derived from knowledge, it is most useful to first identify skillsrequired by a practicing engineer and then establish the knowledge necessary to develop those skills. Thefollowing is an explanation of the Knowledge/Skills Method which includes examples of how it can be appliedto an engineering